Teaching Lab All Partners Report: Unmatched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 547 educators who completed the diagnostic survey, 120 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 68% 71% +3% 80%
Recognition of race & culture 33% 34% +1% 52%
Holding growth mindsets 53% 61% +8% 74%
Having high expectations and beliefs 96% 94% −2% 96%
Taking accountability for equitable instruction 92% 93% +1% 97%

1 Note: The number of observations varies between items from 116 to 547

2 n = 116

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 64% −2% 84%
Trust in fellow teachers 83% 72% −11% 88%
Connectedness to fellow teachers 75% 70% −5% 90%
Have influence over professional learning 36% 38% +2% 67%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 68% 74% +6% 90%

1 Note: The number of observations varies between items from 109 to 440

2 n = 109

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 59% 66% +8% 72%
ELA instructional shifts 51% 58% +6% 64%
Fluency 52% 58% +7% 65%
Text complexity 58% 73% +15% 79%
Close reading 66% 72% +6% 76%
Building knowledge 52% 67% +15% 74%
Supporting students with unfinished learning 68% 70% +2% 72%

1 Note: The number of observations varies between items from 69 to 408

2 n = 69

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 63% +3% 69%
Math instructional shifts 53% 53% +0% 62%
Equitable Math Instruction 72% 78% +6% 82%
Supporting students with unfinished learning 65% 72% +7% 75%
Effective Teaching Practices 56% 54% −1% 60%

1 Note: The number of observations varies between items from 51 to 129

2 n = 51

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 91% 85% −6% 91%
Whether the lesson is focused on a high-quality text or task 89% 82% −7% 91%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 91% +2% 91%
Whether all students have opportunities to engage in the work of the lesson 94% 82% −12% 91%

1 Note: The number of observations varies between items from 11 to 107

2 n = 11

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers Non-TL Teachers
The lesson is focused on a high-quality text or task 100% 55%
The questions and tasks address the analytical thinking required by the grade-level standards 82% 0%
All students have opportunities to engage in the work of the lesson 73% 9%

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity
Improve my own instructional practice 17%
Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice 17%
Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers 17%
Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice 50%

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"The readings, the conversations both in the large group and
the breakout rooms and the work."

"Love that we worked in our grade level groups and stayed
with that group for all three sessions"

"Contemplate then Calculate. I appreciated the intentional
planning and execution of this activity."

"Wonderful community, wonderful positivity. The content
covered was deeply relevant, but we talked about them in a
broader sense that made us think about more than just the
letter of the curriculum."

"Being able to breakdown guidebooks into expectations and
individual lesson plans."

"Well-organized... the PD itself modeled the shifts in the
curriculum and the ways we should be teaching it. Mandi was
a great facilitator."

"The asynchronous/synchronous components were really well
structured. It felt engaging and not overwhelming in the
online environment"

"Working in the breakout rooms gave us the opportunity to
talk through our thoughts."

"I thought it was a great day that ran seamlessly. The
scheduled blocks of time for synchronous and asynchronous
time is a perfect balance. This has become a great community
of educators and I learn a great deal from everyone’s
contributions."

Comments on Improving Experience
Quotes

"More time to plan for lessons and utilize collaboration time
with other teachers in our district."

"Cut the some of the tasks down to accommodate the time- I
would rather be asked to do less and do it well:)"

"Faster internet and a device that did not fizzle out when
too many people were on the Zoom....chromebook hell."

"The only thing I would improve is a little "how to" on
Moodle. I spent a long time learning it and it was a bit
confusing."

"Maybe instead of having teach sessions with instructors
available during the time. Educators could choose a specific
time to meet with the facilitators to discuss or plan their
lesson for implementation or discuss the barriers with
implementation."

"The first day's session was a little long for me. I struggle
with staying engaged, especially digitally. I was trying
my best to take notes and remain active, but it might have
helped to shorten the training a bit or spread it out over
three days so the first day was not so long."

"I am currently teaching 100% virtually and it seemed like
many of the conversations we had were focused around what
we would do once things go back to normal. I would have
liked to see more virtual strategies other than how our
facilitators were running the Teaching Lab PD."

"There is a lot of material to go over in a short amount of
time, maybe go a little slower."

"It was difficult with the last breakout session - as not
everyone was able to contribute due to internet connectivity
issues- for the next breakout session - it might be best for
one person in each group to share the screen so others don't
have to worry about navigating multiple pages and/or the
zoom window."

"This course was great, I would have liked it at the
beginning of all the EL trainings instead of half way
through the year."

Additional Comments
Quotes

"I would have rather had the course meeting times spread
out so we were meeting once a week. It was a lot to do in 3
weeks."

"The presenter was very kind and positive at all times. The
moodle platform was not the easiest to maneuver."

"I hope to participate in this type of course again because
it was well -structured and engaging. We need more equity in
teaching and the world really."

"I hope we can get an additional follow up training in the
spring just to see how we all are doing. I know it's wishful
thinking. But I would really appreciate it (with the same
instructors)."

"As an admin, I find that the requirements were overwhelming
but extremely useful. Because of the climate, it was a bit
challenging as I'm also supporting my principal with the
re-opening process. All in all, assignments scheduled were
quite appropriate to fully understand the curriculum."

"The training is definitely beneficial for all teachers
regardless of one's years of experience."

"I really enjoyed the course. It has helped to build my
confidence in helping my students to learn."

"Please consider doing optional calls throughout the
school year to help us continue our learning and share our
experiences."

"Would like additional resources on the progression examples
in the CVA Progressions Worksheet. Are there any resources
out there? Has anyone done this with different common core
topics/stands?"

"I worked all summer to learn the ins and outs of the program
and this class made it come alive. It is also frustrating
that I will not be developing this with the K-4 staff but
will actually return to 20 years ago by teaching grade 7. I
wonder if I should try to institute this on my own."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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